Research in the Hard Sciences, and in Very Hard "Softer" Domains

Autor/in	Phillips, D. C.
Titel	Research in the Hard Sciences, and in Very Hard "Softer" Domains
Quelle	In: Educational Researcher, 43 (2014) 1, S.9-11 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X13520293
Schlagwörter	Stellungnahme; Researchers; Scientific Research; Educational Research; Prediction; Comparative Analysis; Generalization; Predictor Variables + Suchen Sie Ihr Suchwort? Researcher; Forscher; Bildungsforschung; Pädagogische Forschung; Vorhersage; Prädiktor
Abstract	The author of this commentary argues that physical scientists are attempting to advance knowledge in the so-called hard sciences, whereas education researchers are laboring to increase knowledge and understanding in an "extremely hard" but softer domain. Drawing on the work of Popper and Dewey, this commentary highlights the relative similarities between hard sciences and education research in their rhetorical nature, while acknowledging the divergent paths of these two fields of inquiry with regard to prediction and generalizability. The author suggests that given the highly contextualized nature of educational processes, embedded in shifting complex social settings, and the relevance of all variables, very little education research is able to pursue predictive power. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10